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Language Technologies Mash-Ups. Wolfgang Greller (OUNL) Bernhard Hoisl (WUW) Kamakshi Rajagopal (OUNL). JTEL Winterschool Innsbruck 4 February 2010.

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Language Technologies Mash-Ups


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Language Technologies Mash-Ups

Wolfgang Greller (OUNL)

Bernhard Hoisl (WUW)

KamakshiRajagopal (OUNL)

JTEL Winterschool

Innsbruck

4 February 2010

The LTfLL project is partially supported/co-funded by the European Union under the Information and Communication Technologies (ICT) theme of the 7th Framework Programme for R&D

set of tools
Set of Tools
  • Addressing two areas of TEL:
  • help people learn
  • help tutors/teachers support learners
three themes
Three Themes
  • Positioning the learner
  • Feedback Support
  • Knowledge retrieval and sharing

Tutor/Learner support not fully automated system

innovative new designs
Innovative New Designs

Create next-generation support and advice services for individual and collaborative learning using language technologies (LSA, NLP, etc)

personalised services
Personalised Services

Individual feedback and support

different languages
Different Languages

Language corpora

personal learning environment
Personal Learning Environment

Mash-up PLE

Widgets to mix and match

fitness for purpose
Fitness for Purpose

Analysing stakeholder needs

Validation loops and pilots

scenario based design
Scenario-Based Design

Real problems

Practical solutions

development cycle
Development Cycle

2008

2011

ROUND 1

ROUND 2

ROUND 3

Scenarios

v 1.0

Validation

Scenarios

v 2.0

Validation

Development

V 1.0

Scenarios

v 3.0

Validation

Development

V 2.0

Roadmap

Milestone

Milestone

Milestone

services
Services

Positioning the learner

  • Accreditation of Prior Learning, Position in Curriculum
  • Feedback on the conceptual development of the learner

Feedback Support

  • Feedback and assessing the contribution of learners in online discussions
  • Supporting individuals in their understanding through reading texts and making summaries

Knowledge retrieval and sharing

  • Supporting teachers in finding online resources to design courses
  • Supporting knowledge discovery through semantic searches and ontologies
  • Knowledge discovery through finding relevant expertise (either of teachers or peers) in learning networks
positioning the learner
Positioning the Learner

Accreditation of Prior Learning in formal learning

Matching learner’s evidences with course content

positioning the learner1
Positioning the Learner

Problem-based learning – workplace learning

Give formative feedback on conceptual development of learner

Benefit for individual learner (coverage of domain concepts and comparison with peer group)

Benefit for tutor (recognition of individual coverage, assist in personal feedback. Identify topics missed by group as a whole)

feedback support
Feedback Support

Use of social media in formal learning

Provide more feedback (through analyses and information) on the interactions on chat and forums between learners, to the tutor and learner.

feedback support1
Feedback Support

Learners’ reading and writing

Live feedback on summary-writing by the learner

knowledge retrieval and sharing
Knowledge Retrieval and Sharing

Creating Learning Resources

Semantic, text and ontology-based searches can identify suitable learning objects (enhancing received quality)

knowledge retrieval and sharing1
Knowledge Retrieval and Sharing

Creating Learning Resources with input of network

Enhance formal ontologies with informal folksonomies and tags to extend search, incl. visualisation of related concepts.

Finding relevant expertise (teacher or peers) within networks that the person knows, crawling the user’s networks (friends, FOAFs).

hands on task
Hands-on Task

Identify challenges to the potential adoption of the tools for teachers, lifelong learners, institutions

Identify added-value integration possibilities between two or more tools

development cycle1
Development Cycle

2008

2011

Validation

Design

v 3.0

Validation

Development

V 2.0

Threads